Category Archives: 3.1 Teaching & Learning

Can Animals Count?

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Can animals count?  NOT A CHANCE.

Animals such as Chickens? NO

Horses? NO

What about Monkeys? Hmmmm NO

These being my first responses to the burning questions Richard asked in the Discovering Mathematics workshop a few days ago. Although other students and the video clips played were very convincing, I just couldn’t begin to believe this could be the case.

Video taken from youtube – https://www.youtube.com/watch?v=aq_mVmai56g

First we encountered Clever Hans the horse from 1891. This horse was put on show for the public after his German owner, William Von Osten, claimed his horse could count by stamping his hoof the number of times that the answer was to be. (Jackson, 2005) His owner believed that animals were capable of counting so started to test the theory with other animals. However, it was only Hans that was capable. Later, after psychologists ran tests on Hans and viewed Von Osten’s show it was concluded that the horse only reacted from the facial expressions given off by the questioner.(Jackson, 2005) Therefore, I concluded, by no surprise, that horses can not count under any circumstances. I believed it to be more like training a dog to do tricks, but training a horse instead.

The next one got me thinking a little bit … Ayumu the chimpanzee.

I thought maybe through evolution, chimps, or monkeys etc. would be the most likely  animals to be able to count (if any). I was still so closed off to the idea until a video clip was played. Chimps vs Humans. Numbers from 1-9 were flashed on a screen in a mixed up format. They were displayed for a very short amount of time  then quickly (after a fraction of a second)  covered up with boxes. (Roast et al, 2013) Ayumu and the humans would both have to click on the boxes in  the correct order where the numbers 1-9 would have been. This was a test to see whom responded in the fastest time and all correctly. If they were all identified correctly they would be rewarded with a peanut. Surprisingly Ayumus time (210 milliseconds)  was amazingly better than the humans , whom were not often able to complete the challenge. When it was tested between other chimps in the family Ayumu was the one who had the best ability to recognise shapes, order and positioning. (Roast et al, 2013) This seems to me, to be a memory game and with a food reward…animals were guaranteed to win.

I mean, maybe animals are more clever than we think … but can they count?

I wouldn’t say so!

Ayumus Challenge!

http://www.novelgames.com/en/ayumu/

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Picture from Google Images – io9.com

References 

Jackson, J. (2005) Home. Available at: http://www.critical-thinking.org.uk/psychology/the-clever-hans-effect.php (Accessed: 7 October 2015).

Roast, A., Shrotri, K., Mobley, E. and Stoker, N. (2013) Counting chimp. Available at: http://www.isciencemag.co.uk/features/counting-chimp/ (Accessed: 7 October 2015).

Integration of Special Needs in the Classroom

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Integration within the primary school is a big concern for many people in our society, children and adults, but I do not see the issue with it. In my opinion, I feel that children from the age of 5-12  need to be able to see the world for what it is. They need to realise and understand that there are children, just like themselves, that face extreme struggles every single day. These by mental difficulties or physical disabilities some of which are long term.  However, that does not necessarily mean that problems will not occur with this. Sometimes we can notice that other children look at the Additional Support Needs children differently simply because of their disability. This is why I feel that inclusion of special needs should happen very early on in the children’s school experience, as by the later years of their education they will be looked at as no different from anyone else.image036

Picture found on Google Images from cnotinfor.imagina.pt

On my MA1 placement  and my previous experiences in the primary school, it is clear to see  that with inclusion of ASN children they are still looked at by their peers  as “different” but we can not make this any worse by not including these children in “normal”activities which could make them stand out more. Yes we will come across certain activities that these children will not be able to do but there will still be some way in which they could take part. For example, a disabled child that is in a wheelchair will not be able to take part in a class game of rounders on either the batting or fielding team. However, this child can still be made to feel important by giving the child the role of time keeper or score taker, therefore working on other skills which are just as important in a team sport. This way they will not be made to feel discouraged as they are still a valued member of the class game.

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Picture found on Google Images from www.haltontennis.co.uk

“Special” schools are looked at as a good thing, for better use of money/ shared resources, but i do not necessarily see them as beneficial to all children either. Although the pros of this could be one to one support? …but would children really achieve the one to one support they need in a school of this kind, where all children have a need for extra help?

However, putting my views aside, research shows that sometimes the inclusion of pupils with additional support needs can have non-inclusive outcomes. (Dyson and Millward, 2001)   When Inclusion fails it can be down to the lack of training for teachers on how to handle and prepare for children, of all abilities, inside the classroom, as well as limited funding for resources. (SEDL,1995) This is where the need for specialist teachers come in. Again on my placement the class teacher was appointed an ASNA who was in the class to aid the ASN children. All children bonded with her, even more so the ASN children. She was a huge asset to the class and the class teacher, although I realise that due to staff shortages this will not be the case in all schools.

Although I realise that cost, training would be factors for inclusion to not take place everywhere. I think inclusion of these children pose many benefits to other children and teachers. We can learn a lot from their strengths and teach to their weaknesses.

Me, I would hope that if my child was born with special needs they would not be made to feel singled out, discouraged, disheartened or looked at as different in anyway. My child would be loved for who he or she was, their strengths, weaknesses and personality just like any other child in their school or community.

References

Dyson, A. and Millward, A. (2001) Schools and Special Needs: Issues of Innovation and Inclusion. 1st edn. United Kingdom: Paul Chapman Educational Publishing.

SEDL (1995) Concerns About and Arguments Against Inclusion and/or Full Inclusion – Issues …about Change, Inclusion: The Pros and Cons, Volume 4, Number 3. Available at: http://www.sedl.org/change/issues/issues43/concerns.html (Accessed: 7 October 2015).